Wednesday, August 1 • 2:00pm - 3:00pm
Research Paper Panel: Web Annotation and Exemplary Connected Learning in Saudi Arabia and India

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The Connected Learning Framework: Exemplified by Saudi Arabian educators via Twitter
Melissa Vervinck

The Connected Learning framework can be used to observe and analyze participant’s learning over time and in a variety of spaces. This framework has typically been applied to youth and not to adult learners, but learning does not stop at any particular age. This paper argues that Connected Learning can be repurposed so that it applies to adult learners. One group of educators who exemplify being connected learners are from Saudi Arabia. Through analysis of the technological trail of posts on Twitter this paper demonstrated how they are colleague-supported, inquiry-driven and improvement-oriented; the three spheres of learning as suggested by Eidman-Aadahl for adults. These spheres of learning are ones all educators must embody in order to prepare themselves and their students to achieve personal and career goals in the 21st century.

Developing a blended course for in-service science teachers in India and its reception by the teachers
Prayas Sutar, Latha K

‘Interactive Science Teaching’ is a blended practice based course for in-service high school teachers offered as part of a large scale field action project called ‘Connected Learning Initiative’ (CLIx: https://clix.tiss.edu). The course is offered to science teachers from government teachers from four states: Chhattisgarh, Mizoram, Rajasthan and Telangana. A total of 712 teachers registered for the course. Here we will report the process of developing the course and its reception by the teachers. Our main observations are: teachers did not engage with the online part of the course (which was to be covered during the distance period) mainly because of lack of time and difficulty in accessing digital material. The module (blended pedagogic material) implementation part was better received. Finally, we will document some of the revisions we are planning to undertake after the experience of the first run of the course.

Open Web Annotation as Connected Conversation in CSCL
Francisco Perez, Remi Kalir

Research has yet to explore how the social and technical affordances of open web annotation (OWA) can mediate connections between educators in service of their professional learning. This study examined educator participation in the Marginal Syllabus, a computer supported collaborative learning environment that encouraged connected conversation via OWA. Multiple quantitative methods, including text sentiment and social network analyses, were used to discern key discursive characteristics among the nine conversations of the 2016-17 Marginal Syllabus (1,163 annotations authored by 67 educators). Key discursive characteristics include: (a) generally positive sentiment; (b) educators who annotated most prolifically also authored the greatest percentage of annotations with neutral sentiment; and (c) conversations of at least four annotations tended to demonstrate a greater percentage of negative sentiment. The sentiment trends and study limitations are addressed in the final discussion.


Latha K

PhD Scholar, Tata Institute of Social Sciences, Mumbai

Remi Kalir

Assistant Professor, CU Denver

francisco perez

PhD student, University of Colorado Denver


Research Associate, Tata Institute of Social Sciences, Mumbai
avatar for Melissa Vervinck

Melissa Vervinck

Doctoral Candidate, Central Michigan University
Working with international students and educators is a passion. I stay connected with people from around the globe through social media and enjoy learning how to improve what I do in the classroom while also providing support for others by sharing my own successes and failures... Read More →

Wednesday August 1, 2018 2:00pm - 3:00pm
MIT Tang Center, E51-145 - Lecture Hall, Building E51 2 Amherst St, Cambridge, MA 02142, USA

Attendees (17)